{"id":7638,"date":"2020-11-27T10:59:55","date_gmt":"2020-11-27T09:59:55","guid":{"rendered":"https:\/\/www.sfsic.org\/?p=7638"},"modified":"2020-11-27T10:59:56","modified_gmt":"2020-11-27T09:59:56","slug":"lincertitude","status":"publish","type":"post","link":"https:\/\/www.sfsic.org\/en\/aac-publication\/lincertitude\/","title":{"rendered":"L\u2019incertitude"},"content":{"rendered":"<p><!-- fxzn:singledetail --><\/p>\n<div class=\"zone zn-singledetail\" id=\"fxzn-singledetail-1\">\n<div class=\"zone-block zn-singledetail-block alignwide va-top\">\n<div class=\"row\">\n<div class=\"columns large-8 large-push-4\">\n<div class=\"zn-singledetail-metabox\">\n<div class=\"zn-singledetail-pubdate pubdate\">\n\t\t\t\t\t<span class=\"pubdate-txt\">Mis en ligne le<\/span><span class=\"doubledot\"><\/span> <time class=\"pubdate-time\" pubdate datetime=\"2020-11-25T17:03:22+01:00\">25 novembre 2020<\/time>\t\t\t\t<\/div>\n<div class=\"zn-singledetail-thematiques with-sep-comma\">\n<ul class=\"termslist termslist-thematique\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Th\u00e9matiques<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-thematique term-communication-organisations\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/communication-organisations\/\" title=\"Communication et organisations\"><span class=\"termslist-itemname\">Communication et organisations<\/span><\/a><\/li>\n<li class=\"termslist-item tax-thematique term-mediation-des-savoirs-education-formation\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/mediation-des-savoirs-education-formation\/\" title=\"M\u00e9diation des savoirs, \u00e9ducation et formation\"><span class=\"termslist-itemname\">M\u00e9diation des savoirs, \u00e9ducation et formation<\/span><\/a><\/li>\n<li class=\"termslist-item tax-thematique term-numerique-strategies-dispositifs-usages\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/numerique-strategies-dispositifs-usages\/\" title=\"Num\u00e9rique : strat\u00e9gies, dispositifs et usages\"><span class=\"termslist-itemname\">Num\u00e9rique : strat\u00e9gies, dispositifs et usages<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"row\">\n<div class=\"columns large-4\">\n<div class=\"zn-singledetail-sidebar bg-cornersquares\">\n<div class=\"zn-singledetail-infos\">\n<p class=\"zn-singledetail-reponse-date\">\n\t\t\t\t\t\t<span>R\u00e9ponse attendue pour le<\/span><span class=\"doubledot\"><\/span> <strong>30\/06\/2021<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-reponse-type\">\n\t\t\t\t\t<span>Type de r\u00e9ponse<\/span><span class=\"doubledot\"><\/span> <strong>Contribution compl\u00e8te<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-type\">\n\t\t\t\t\t\t\t<span>Type de contribution attendue<\/span><span class=\"doubledot\"><\/span> <strong>Article<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-name\">\n\t\t\t\t\t\t\t<span>Nom de la publication<\/span><span class=\"doubledot\"><\/span> <strong>\u00c9tudes en didactique des langues (EDL)<\/strong>\n\t\t\t\t\t<\/p>\n<\/p><\/div>\n<div class=\"zn-singledetail-weblinks\">\n<h3 class=\"zn-singledetail-section-title\">Sites internet de r\u00e9f\u00e9rence<\/h3>\n<ul class=\"zn-singledetail-weblinks-list\">\n<li>\n\t\t\t\t\t\t\t<a class=\"prettylink chainlink\" href=\"http:\/\/edl-ple.simplesite.com\/438385492\" title=\"Revue EDL - Normes de soumission \" target=\"_blank\" rel=\"noopener noreferrer\">Revue EDL &#8211; Normes de soumission <\/a>\n\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"columns large-8\">\n<div class=\"zn-singledetail-contentbox\">\n<div class=\"zn-singledetail-annonce wig-content\">\n<div class=\"entry-inner\">\n<h2><strong>Argumentaire<\/strong><\/h2>\n<p class=\"western\" align=\"JUSTIFY\">Au d\u00e9but de l\u2019ann\u00e9e 2020 un virus disruptif a remis en question l\u2019organisation, la planification, les pr\u00e9visions, les projets, que ce soit dans les domaines culturels, politiques, \u00e9conomiques ou sociaux. Dans l\u2019\u00e9ducation, les \u00e9coles, les coll\u00e8ges, les lyc\u00e9es et les universit\u00e9s ont ferm\u00e9 leurs portes. Du jour au lendemain, les \u00e9l\u00e8ves, les \u00e9tudiant\u00b7e\u00b7s, les enseignant\u00b7e\u00b7s et les parents ont d\u00fb s\u2019adapter au travail \u00e0 distance pour lequel la majorit\u00e9 n\u2019\u00e9tait pas pr\u00e9par\u00e9e, malgr\u00e9 les travaux de recherche dans ce domaine, largement ignor\u00e9s \u00e0 ce jour.<\/p>\n<p class=\"western\" align=\"JUSTIFY\">Chacun\u00b7e d\u2019entre nous a ainsi pu mesurer pleinement un des param\u00e8tres fondamentaux de notre humanit\u00e9\u00a0qu\u2019Edgar Morin (2020) a rappel\u00e9&#160;: \u201c<em>nous essayons de nous entourer d\u2019un maximum de certitudes, mais vivre, c\u2019est naviguer dans une mer d\u2019incertitudes, \u00e0 travers des \u00eelots et des archipels de certitudes sur lesquels on se ravitaille [\u2026]\u201d. Catherine Fuchs (2008) fait constat des difficult\u00e9s \u00e0 naviguer dans une langue (sous- ou surd\u00e9termination, homonymes, polys\u00e9mie), constat qui peut \u00eatre g\u00e9n\u00e9ralis\u00e9 \u00e0 toutes les facettes de l\u2019enseignement\/ apprentissage des langues.<\/em><\/p>\n<p class=\"western\" align=\"JUSTIFY\"><em>En sciences de l\u2019\u00e9ducation,<\/em> Philippe Perrenoud signait en 1996 d\u00e9j\u00e0 un ouvrage au titre \u00e9vocateur&#160;: <em>Enseigner&#160;: agir dans l\u2019urgence, d\u00e9cider dans l\u2019incertitude,<\/em> qui lie incertitude et complexit\u00e9. C\u2019est en raison de la complexit\u00e9 du monde, et de l\u2019incertitude consubstantielle \u00e0 notre existence humaine qui en r\u00e9sulte, qu\u2019il nous invite \u00e0 abandonner tout dogmatisme, sans n\u00e9anmoins tomber dans un relativisme anxiog\u00e8ne.<\/p>\n<p class=\"western\" align=\"JUSTIFY\">Selon Helsing (2007), la place de l\u2019incertitude dans l\u2019enseignement est \u00e9tablie, mais demande \u00e0 \u00eatre explor\u00e9e davantage. Elle est au c\u0153ur \u00e0 la fois des fonctions d\u2019enseigner et d\u2019apprendre. Elle est bien s\u00fbr aussi au c\u0153ur de la recherche, car qui dit recherche dit incertitude de d\u00e9part. Il n\u2019existe pas de consensus sur une m\u00e9thode p\u00e9dagogique qui ferait l\u2019unanimit\u00e9, ni une m\u00e9thode d\u2019\u00e9valuation, ni m\u00eame un standard de langue. Il faut constamment faire des choix entre divers types d\u2019action. On peut apprendre de multiples fa\u00e7ons. On peut enseigner de multiples fa\u00e7ons. On peut chercher de multiples fa\u00e7ons. Et on change de fa\u00e7on de faire tout au long de la vie. Villaume (2000) revendique la \u201cn\u00e9cessit\u00e9 de l\u2019incertitude\u201d.<\/p>\n<p class=\"western\" align=\"JUSTIFY\">En didactique des langues, la r\u00e9flexion sur l\u2019incertitude peut se d\u00e9cliner selon diff\u00e9rents axes.<\/p>\n<ul>\n<li class=\"western\"><em>\u00c9pist\u00e9mologique<\/em>&#160;: quelle est la validit\u00e9 ontologique des concepts que nous employons&#160;? Par exemple, utiliser le terme \u201cmotivation\u201d, est-ce \u00e0 dire que la motivation a une r\u00e9alit\u00e9&#160;?<\/li>\n<li class=\"western\"><em>M\u00e9thodologique<\/em>&#160;: peut-on affirmer et g\u00e9n\u00e9raliser sans pr\u00e9cautions des r\u00e9sultats obtenus quantitativement&#160;? Quelle validit\u00e9 accorder aux r\u00e9sultats obtenus par des m\u00e9thodes qualitatives&#160;?<\/li>\n<li class=\"western\"><em>Linguistique&#160;:<\/em> quelle r\u00e9alit\u00e9 de la langue enseign\u00e9e&#160;?<\/li>\n<li class=\"western\"><em>Technologique<\/em>&#160;: quelle place attribuer au d\u00e9veloppement du num\u00e9rique dans un monde incertain et mouvant&#160;? Quelle place pour les liens sociaux&#160;?<\/li>\n<\/ul>\n<p class=\"western\" align=\"JUSTIFY\"><em>P\u00e9dagogique<\/em>&#160;: quelle formation pour les futur\u00b7e\u00b7s enseignant\u00b7e\u00b7s pour leur donner les outils n\u00e9cessaires afin qu\u2019ils\/elles soient pr\u00eat\u00b7e\u00b7s \u00e0 affronter l\u2019incertitude des situations professionnelles qu\u2019ils\/elles rencontreront&#160;? Comment les amener \u00e0 comprendre qu\u2019il n\u2019y a pas une mani\u00e8re, mais des mani\u00e8res de faire pour s\u2019adapter \u00e0 la complexit\u00e9 des contextes dans lesquels ils exercent&#160;? Quelle pr\u00e9cision de l\u2019\u00e9valuation des productions des apprenants&#160;?<\/p>\n<h2 class=\"western\" align=\"JUSTIFY\">Modalit\u00e9s de contribution<\/h2>\n<p class=\"western\" align=\"JUSTIFY\">Les contributions peuvent se faire en fran\u00e7ais ou en anglais, sans phase de proposition. Les articles (<strong>entre 6 000 et 10\u00a0000 mots<\/strong>) aborderont un des aspects de la probl\u00e9matique pour le num\u00e9ro 37 de la revue <em>\u00c9tudes en didactique des langues<\/em> et devront <a href=\"http:\/\/edl-ple.simplesite.com\/438385492\" target=\"_blank\" rel=\"noopener noreferrer\">respecter la feuille de style<\/a>. Ils devront \u00eatre adress\u00e9s par courrier \u00e9lectronique <strong>avant le 30 juin 2021<\/strong> \u00e0 edl@lairdil.fr. Le num\u00e9ro para\u00eetra en d\u00e9cembre 2021.<\/p>\n<h2>Comit\u00e9 scientifique EDL<\/h2>\n<p>David Banks (Universit\u00e9 de Brest), Khadoudja Belkhenchir (Universit\u00e9 Oran \u2013 Es S\u00e9nia, Alg\u00e9rie), Jean-Claude Bertin (Universit\u00e9 du Havre), Marie-Christine Deyrich (Universit\u00e9 de Bordeaux), Carmen Fonseca (Universit\u00e9 de Huelva, Espagne), Pierre Frath (Universit\u00e9 de Reims), Oksana Gavrilyuk (Universit\u00e9 de Krasno\u00efark, Russsie), Anna Gvozdeva (Universit\u00e9 d\u2019\u00e9tat de Koursk, Russie), H\u00e9l\u00e8ne Knoerr (Universit\u00e9 d\u2019Ottawa, Canada), Jean-R\u00e9mi Lapaire (Universit\u00e9 de Bordeaux), Marie-Fran\u00e7oise Narcy-Combes (Universit\u00e9 de Nantes), Jean-Paul Narcy-Combes (Universit\u00e9 Sorbonne Nouvelle \u2013 Paris 3), Sylvie Ngilla McGraw (University of San Diego, USA), Christian Puren (Universit\u00e9 de Saint-Etienne), Fran\u00e7oise Raby (Universit\u00e9 de Toulouse), Claire Tardieu Universit\u00e9 Sorbonne Nouvelle \u2013 Paris 3), Annalisa Zanola (Universit\u00e9 de Brescia, Italie), Bin Zou (Universit\u00e9 Xi\u2019an Jiaotong, Chine \u2013 Liverpool University, GB).<\/p>\n<h2>Comit\u00e9 de lecture<\/h2>\n<ul>\n<li>Elizabeth Crosnier (Universit\u00e9 Toulouse3)<\/li>\n<li>Nicole D\u00e9cur\u00e9 (Universit\u00e9 Toulouse 3)<\/li>\n<\/ul>\n<nav class=\"pagination group\"><\/nav>\n<\/div>\n<div class=\"sharrre-container no-counter\"><\/div>\n<div class=\"clear\"><\/div>\n<\/p><\/div>\n<div class=\"zn-singledetail-attachedfiles\">\n<h3 class=\"zn-singledetail-section-title\">Fichier(s) attach\u00e9(s)<\/h3>\n<ul class=\"zn-singledetail-attachedfiles-list\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/ul>\n<\/p><\/div>\n<div class=\"zn-singledetail-keywords\">\n<h3 class=\"zn-singledetail-section-title\">Mots-cl\u00e9s<\/h3>\n<ul class=\"termslist termslist-post_tag\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Mots-cl\u00e9s<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-post_tag term-dispositifs\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/dispositifs\/\" title=\"Dispositifs\"><span class=\"termslist-itemname\">Dispositifs<\/span><\/a><\/li>\n<li class=\"termslist-item tax-post_tag term-enseignement\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/enseignement\/\" title=\"enseignement\"><span class=\"termslist-itemname\">enseignement<\/span><\/a><\/li>\n<li class=\"termslist-item tax-post_tag term-numerique\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/numerique\/\" title=\"num\u00e9rique\"><span class=\"termslist-itemname\">num\u00e9rique<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<p><!-- \/fxzn:singledetail --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mis en ligne le 25 novembre 2020 Th\u00e9matiques Communication et organisations M\u00e9diation des savoirs, \u00e9ducation et formation Num\u00e9rique : strat\u00e9gies, dispositifs et usages R\u00e9ponse attendue pour le 30\/06\/2021 Type de [&hellip;]<\/p>\n","protected":false},"author":781,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,60],"tags":[315,85,90],"thematique":[37,43,39],"sfsic":[],"class_list":["post-7638","post","type-post","status-publish","format-standard","hentry","category-aac-publication","category-article","tag-dispositifs","tag-enseignement","tag-numerique","thematique-communication-organisations","thematique-mediation-des-savoirs-education-et-formation","thematique-numerique-strategies-dispositifs-et-usages","wp-sticky"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ 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